Educational Administration and Supervision Commons^™

The Place Of Narrative In The Study And Practice Of Adult Development, Diane E. Morrison

To Improve the Academy: A Journal of Educational Development

Introduction

Narrative in Several Disciplines

Shifts in Ways of Knowing in the Social Sciences

Narrative Methods: A Personal Response

Narrative Methods in Adult Development Activities

Conclusion

References

Outside Consultants: When, Who, And How To Use Them, Martin Nemko

To Improve the Academy: A Journal of Educational Development

How Do You Know When You Need A Consultant?

1. Before initiating a new program

2. When effectiveness is hampered by interpersonal difficulties

3. When budget problems are hampering effectiveness

4. When in-house staff doesn't have time to do vital work

5. When a more objective viewpoint is is needed

How Do You Find the Right Consultant?

How Do You Ensure Maximum Benefit at Minimum Cost?

1. Before the initial phone call, define with care the problem to be addressed by the consultant

2. The initial phone call focuses on refining the definition of the problem(s) to be addressed and …

Nine Keys To Enhancing Campus Wide Influence Of Faculty Development Centers, Martin Nemko, Ronald D. Simpson

To Improve the Academy: A Journal of Educational Development

Enhancing the Influence of FDCs

1. Report to the top

2. Give due credit to the boss

3. Help the boss solve problems

4. Give things away

5. Involve faculty in your efforts

6. Build relationships with other campus leaders

7. Publish a ''must have" newsletter

8. Sponsor nurturing activities

9. Don't act like an empire builder

Summary

Faculty Vitality: 1990 And Beyond, Joan North

To Improve the Academy: A Journal of Educational Development

Faculty Wellness

Institutional Quality of Life

Continuous Improvement Versus Assessment Processes

Social Structures

Work Stressors

Your Own Wellness and Vitality

1. Stressors

2. Improving Your Reactions to Stressors

3. Reversing the Stress Response in the Body

References

Gender And Racial Differences Among A Research University Faculty: Recommendations For Promoting Diversity, Deborah Olsen

To Improve the Academy: A Journal of Educational Development

Method

Sample

Measures

Results and Discussion

Career path

Major responsibilities and role interests

Career commitment and job satisfaction

Balance between work and personal life

Recommendations

References

What Every Faculty Development Professional Needs To Know About Higher Education, Daniel R. Rice

To Improve the Academy: A Journal of Educational Development

Introduction

Four Frames or Perspectives

Application of the Frames

Conclusion

References

Adult Students As Catalysts To Faculty Development: Effective Approaches To Predictable Opportunities, Douglas L. Robertson

To Improve the Academy: A Journal of Educational Development

Faculty with the Need to Know

Where to Find These Faculty

Bridging Professional and Personal Development

Conclusion

References

Section I: Faculty Development: Past, Present, Future

To Improve the Academy: A Journal of Educational Development

If the faculty development enterprise is to maintain its health and vigor through this decade and into the next century, its practitioners and caretakers must not only address present needs, but also prepare for the future-in part by studying the past. Tunnel vision and near-sightedness spell doom to a field whose success depends so heavily upon its ability to quickly and effectively meet the changing needs of the professoriate. Thus, as faculty development professionals we are called upon not only to serve as counselors and facilitators, but also as historians and visionaries. We must study our brief, but rich, history …

Section Ii: A Primer For Faculty Development Professionals

To Improve the Academy: A Journal of Educational Development

Faculty development is a sophisticated, dynamic, demanding, and challenging field that calls for professional staff possessing a broad range of competencies, skills, and positive personal qualities. Indeed, as Sell and Chism point out in an earlier article, the "range of competencies and attributes needed for a faculty developer suggests a person who can 'walk on water' -- one who has a rare blend of conceptual, technical, interpersonal, and organizational skills." But even those developers fortunate enough to possess such enviable skills and attributes need something else if they are to flourish as facilitators. The formula for success calls for still …

Section Iii: Promoting Diversity: Gender And Multicultural Issues In Academe

To Improve the Academy: A Journal of Educational Development

Few issues of the past decade have provoked as much interest, print, and passion in Academe as those of gender equality and multicultural diversity. This should come as no surprise. These vital concerns touch the personal and professional lives of all involved in the higher education enterprise: students, faculty, staff, and administrative officers. And if there are to be satisfactory resolutions to the problems we currently face in these areas, each of us must do his or her utmost, including, of course, the faculty development professional. The four articles in this section boldly, but judiciously, address the issues of gender …

Section Iv: Meeting The Challenge Of The Adult Learner

To Improve the Academy: A Journal of Educational Development

Those who till the fields of Academe know that while the basic topography may remain essentially the same over the years, there are always enough changes-in climate, in availability of resources, in supply and demand, in technology-to make the enterprise interesting. Indeed, each decade seems to bring with it a virtual cornucopia of challenges. Certainly the 1980's delivered its fair share of issues and concerns, including that of dealing with the emergence of the adult learner as one of the major forces in higher education.

Section V: Enhancing Teaching-Learning And Classroom Climate

To Improve the Academy: A Journal of Educational Development

Since the beginnings of faculty development in the early 1960's, professionals in the field have been asked to perform dozens of functions, but one has remained central: helping faculty improve teaching and learning. If there is a single raison d'etre for faculty developers, this is it. Approaching their task with extraordinary energy and dedication, faculty developers have become true pioneers and innovators in the area of teaching-learning. Indeed, they have become some of the most assiduous students of the craft of teaching. And what they learn they generously share. Over the years faculty development professionals have made invaluable contributions to …

Finding The Right Match: Staffing Faculty Development Centers, G. Roger Sell, Nancy V. Chism

To Improve the Academy: A Journal of Educational Development

The National Context

Three Common Staffing Options: Advantages and Disadvantages

Finding an Effective Faculty Developer

Staffing Faculty Development Centers: Planning for the Future

Conclusions

References

Appendix A: Candidate Application Rating Form

Appendix B: Telephone Questions Asked of Candidate's References

Appendix C: Sample Candidate Task

The Professor As Active Learner: Lessons From The New Jersey Master Faculty Program, Myrna J. Smith, Mark Lacelle-Peterson

To Improve the Academy: A Journal of Educational Development

Program Objectives and Components

Breaking Down the Walls Around Teaching

From State Mandate to Grass Roots: Program Evolution in New Jersey

Successful Campus Programs

The Crucial Campus Coordinator

Administrative Support

Campus Culture

Fruits of a Successful Program: Transformed Teaching

Conclusion

References

Selected Characteristics Of New Faculty: Implications For Faculty Development, Christine A. Stanley, Nancy V. Chism

To Improve the Academy: A Journal of Educational Development

Method and Sample Characteristics

Findings

Background Information Characteristics

Expectations and Concerns

Discussion and Implications for Faculty Development

References

The Feminization Of Academia, Deborah Du Nann Winter

To Improve the Academy: A Journal of Educational Development

Faculty Development as a Feminist Activity

The Marginalization of Faculty Development

The Feminization of Academia

Faculty Development as a Feminist Agenda

References

Recognition From Parents: A Variation On Traditional Teaching Awards, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

Background

Identification of Need

Description of the Award

Benefits of the Award

Lessons Learned

Unresolved Issues

Conclusion

References

Managing Diversity Through Faculty Development, Marie A. Wunsch, Virgie Chattergy

To Improve the Academy: A Journal of Educational Development

The Changing Demographic Landscape

The Traditional Role of Educational Institutions

The Role of Faculty Development Programs on a Multicultural Campus

One Institution's Response: The University of Hawaii

Conclusion

References

Day Schedule

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Pod Network News, November 1990, Delivee L. Wright

Professional and Organizational Development Network in Higher Education: POD Network News

CONFERENCE REFLECTIONS

CORE COMMITTEE

EXECUTIVE DIRECTORS

POD EXECUTIVE OFFICE- A CALL FOR PROPOSALS

CORE COMMITTEE ELECTIONS

1991 CONFERENCE

TO IMPROVE THE ACADEMY

MEMBERSHIP RENEWAL

THE HANDBOOK FOR NEW PRACTITIONERS

THE MUSE

POD HISTORY

THE BRIGHT IDEA AWARD

TO DO LIST

CORE COMMITTEE SELF-NOMINATIONS

CALL FOR PAPERS FOR THE 1991 EDITION OF TO IMPROVE THE ACADEMY

Pod Network News, August 20, 1990, Delivee L. Wright

Professional and Organizational Development Network in Higher Education: POD Network News

Conference Highlights

Membership Year

Membership List

Bright Ideas Update

Handbook for New Practitioners

To Improve the Academy

New Directions Series

Request

POD Executive Director Position

Teaching Excellence

Items for Newsletter

Core Omission

Book Review Opportunities

Writing Opportunity

Meetings of Interest

Checklist: Things to do

Book project by David Way

Pod Network News, April/May 1990, Delivee L. Wright

Professional and Organizational Development Network in Higher Education: POD Network News

1990 POD Conference

Changes in the CORE Committee

"Donahue Show" comes to POD

Executive Directors

AAHE/Reception/POD Sampler

Membership Update

Membership Directory and Bright Ideas

POD History

Summer POD Think-Tank Seminar on Teaching Excellence

Teaching Excellence

Reminders

Job Opportunities

Meetings of Interest

Checklist: Things To Do

Call for a Proposal

Teaching At Unl, Volume 11, Number 4

Professional and Organizational Development Network in Higher Education: Conference Materials

From Regard to Reward: Improving Teaching at a Research-Oriented University, by Robert (Bud) Narveson

Resource Books on Renewing and Evaluating Teaching

1989-90 FIPSE Project Directors

Preface, Barbara S. Plake

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

The Buros-Nebraska annual Symposia on Measurement and Testing are aimed at providing a forum for discussing important issues in the field of measurement and testing. The topic for the 1987 Symposium was "Assessment of Teaching: Purposes, Practices, and Implications for the Profession." This topic was selected because of the current interest in developing, designing, and implementing accountability programs for teaching that are present in many states and education programs. The complex nature of teaching, combined with the unique measurement issues for assessing outcomes in the teaching context, provided the basis for identifying the topic of teacher assessment for the 1987 …

1. Face Validity: Siren Song For Teacher Testers, W. James Popham

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

The sirens of Greek mythology were a seductive set of women who, by singing melodies that apparently topped even those of Diana Ross and the Supremes, could lure mesmerized men to their doom. Greek mythology, it is clear, was solidly sexist, for the sirens used their supernatural singing talents to entice only unsuspecting males into trouble. Gender-equity considerations were conspicuously absent from the forays of Greek fablemakers. Sexism aside, however, it is certain that the sirens of yesteryear knew how to sing some truly enticing tunes.

FACE VALIDITY'S ALLURE

In today's current frenzy to develop teacher assessment devices that tap …

10. Appraisal: The Teachers' Perspective, Peg Shafer

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

The Discovery Channel on TV has some terrific programming. Not too long ago I watched a scientist explain why it is that the position of a stranded boat will not change even when it is tossed around by giant storms. The theory is that waves move across the water rather than the water itself moving. The wave moves along in a circular motion, propelled by big or small forces depending on what started it in the first place. As long as nothing interrupts the roll of the wave, it will pass and leave everything as it was before.

At the …

9. Teaching Assessment: The Administrator's Perspective, John R. Hoyle

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

School administrators, especially principals, are under great pressure to insure high levels of teacher competence. Because the school effectiveness research has demonstrated convincingly that effective schools begin with effective principals, Peterson and Finn (1985) drew a less than surprising conclusion by stating that "Practically never does one encounter a good school with a bad principal" (p. 42). A less pedantic east Texas superintendent put it this way, "Bad principals are like fish; you either can 'em or smell 'em for a long time." It is in the complex area of teaching assessment or teacher evaluation that principals draw the most …

6. Measuring Performance In Teacher Assessment, Richard J. Stiggins

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

In performance assessment, the examinee is called upon to display behaviors or produce products which an observer evaluates in terms of pre-specified performance standards. This kind of measurement plays a major role in many school evaluation contexts, including both student and teacher evaluation. The observation and evaluation of a teacher's performance in the classroom represents one of many excellent sources of information on teacher capabilities and the effectiveness of instruction. The purpose of this chapter is to review the various ways performance assessment methodology can serve in teacher-assessment contexts.

The review begins with a summary of the range of settings …

3. Improving Teaching Through The Assessment Process, Donald M. Medley

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

The first opportunity to use teacher evaluation to improve teaching arises when a student applies for admission into an undergraduate teacher preparation program. At this time it is the responsibility of the program faculty to determine whether each candidate possesses those abilities and other personal characteristics that every teacher needs, but cannot expect to acquire in such a program, and to deny admission to those who lack one or more of them. The second opportunity arises when the student has completed the program. At this time it is the responsibility of the state certification agency to find out whether each …

8. Limitations Of Using Student-Achievement Data For Career-Ladder Promotions And Merit-Pay Decisions, Ronald A. Berk

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

A study of U.S. school districts conducted 70 years ago reported that 48% of the districts sampled used merit pay (Evendon, 1918). Since then, the quantity as well as quality of teacher-compensation systems has fluctuated markedly (for details, see Cohen & Murnane, 1985; Murnane & Cohen, 1986; Porwoll, 1979). At present, 29 states are implementing large-scale teacher-incentive programs (a.k.a. career ladder, merit pay, pay for performance), funding local plans, piloting testing models, or using state board of education or legislative mandates to develop programs for teachers and administrators (Southern Regional Education Board, 1986) The status of these programs is summarized …